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All Journal Journal of Educational Management Research
Kholilur Rahman
Universitas Islam Ibrahimy Banyuwangi
Humanities Education Social Sciences

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Cultivating Intellectual-Mental Character through Islamic Moral Education: The Strategic Role of Aqidah Akhlak Teachers Ainul Ikrom; Kholilur Rahman; Imam Mashuri
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2491

Abstract

This study aims to analyze the role of Aqidah Akhlak teachers in developing students’ intellectual-based character and to identify the supporting and inhibiting factors influencing the character formation process. The study employed a descriptive qualitative approach. Data were collected through qualitative research procedures and analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation. The findings reveal that Aqidah Akhlak teachers play several essential roles in intellectual-based character development, namely as role models (*uswatun hasanah*), character and moral builders, mentors and guides, educators in the digital era, and facilitators of learning through habituation practices. Intellectual-based character formation is implemented through positive daily habits, exemplary behavior, and discussion and question-and-answer methods that encourage students’ critical thinking skills. Supporting factors include teachers’ exemplary conduct and a religious and conducive school environment. Meanwhile, the main inhibiting factors are students’ lack of discipline, negative peer influences outside school, and insufficient supervision from parents and teachers. The study implies that strengthening teachers’ educational roles and fostering collaboration among schools, families, and communities are essential for promoting sustainable intellectual and moral character development among students.
The Role of Islamic Education Teachers in Cultivating Religious Character: A Case Study of Boarding School-Connected Vocational Education Reyna Herlina Sindi; Imam Wahyono; Nurul Fatimah; Kholilur Rahman
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2713

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping students’ religious character by examining their roles as educators, role models, mentors, and supervisors-partners. The research addresses the need to strengthen students’ religious character amid challenges related to worship discipline, moral consistency, and social influences in vocational education. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, observation, and documentation involving seven purposively selected informants consisting of PAI teachers and students. Data validity was ensured through source and technique triangulation, member checking, and audit trails, while data analysis followed the interactive model of Miles and Huberman, including data condensation, data display, and conclusion verification. The findings reveal that PAI teachers play interconnected roles in developing students’ religious character through the integration of Islamic values in learning, exemplary behavior, religious habituation, continuous guidance, and behavioral supervision. The study implies that effective religious character education requires collaboration among teachers, schools, families, and educational environments to ensure the consistent internalization of religious values in students’ daily lives.
The Effect of Kahoot-Based Interactive Learning on Students' Learning Outcomes in Qur'an-Hadith Education Qurrota A'yun; Imam Mashuri; Rifqi Firdaus; Kholilur Rahman
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2763

Abstract

This study aimed to examine the effect of Kahoot-based interactive learning on students' learning outcomes in Qur'an-Hadith Education. A quantitative approach was employed using a One-Group Pretest–Posttest Design to evaluate changes in students' cognitive achievement before and after the implementation of Kahoot-based learning. The study involved 33 students, and data were collected through pretest and posttest assessments. Prior to hypothesis testing, the research instrument was confirmed to be reliable, with a Cronbach's Alpha coefficient of 0.826. The collected data were analyzed using normality, homogeneity, and paired-sample t-tests. The findings indicated that the data were normally distributed (p = 0.200 > 0.05) and homogeneous (p = 0.599 > 0.05). Furthermore, the paired-sample t-test revealed a statistically significant difference between the pretest and posttest scores (p < 0.001). Students' mean scores increased from 77.79 on the pretest to 85.30 on the posttest, demonstrating a significant improvement in learning outcomes following the intervention. These findings suggest that Kahoot-based interactive learning is an effective instructional strategy for enhancing students' cognitive achievement while fostering more engaging and student-centered learning experiences in Qur'an-Hadith Education. The study provides practical implications for integrating game-based digital learning into Islamic Religious Education to support more effective classroom instruction.
Co-Authors Ainul Ikrom Imam Mashuri Imam Wahyono Nurul Fatimah Qurrota A'yun Reyna Herlina Sindi Rifqi Firdaus